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Due Date: 11/5/2018 Weighting Percentage: 40% Addresses learning outcome(s): On completion of this unit, students will be able to: 1. demonstrate understanding of sustainability as a complex and...

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Due Date:
11/5/2018

Weighting Percentage:
40%

Addresses learning outcome(s):

On completion of this unit, students will be able to: 1. demonstrate understanding of sustainability as a complex and interconnected challenge requiring multiple perspectives and problem-solving strategies;

2. inquire into different perspectives on sustainability and analyse their ethical and practical implications for professional practice;

3. effectively communicate their knowledge about global and domestic sustainability policies and programs and their opinions about them;

4. demonstrate their capacity to combine professional knowledge and social responsibility through revisioning ways of educating for sustainable human and ecological communities.

Related graduate attribute(s):

1. UC graduates are professional - communicate effectively

1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems

2. UC graduates are global citizens - think globally about issues in their profession

3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas



Rationale

This assignment will give students the opportunity to synthesise and applythe learning that they have gained in this unit by custom designing an environmental sustainability project for their own localprofessional context.

Task

Students will research and custom design a 2,000 wordenvironmentalsustainabilityproject fortheir own local professionalcontext.

It is vital that this design does not simply duplicate an existing project, although it can be inspired by and borrow elements from existing projects. The projectdesign must:

address one environmental sustainability issue of localrelevance;

incorporatetwoof the perspectives covered in modules 2, 3 & 4, (environmental science, environmental humanities, and non-western perspectives);

be customised to address the specificities ofthe localenvironmentalandprofessionalcontexts;

be informed by the issues anddebates covered in the lectures and online resources ofthis unit, as well as additional references that are relevant to thelocal context.

Students should structure their assignment by following these guiding sub-headings and questions:

1 Project Overview, Rationale and Aims. What environmental sustainability issue will youaddress in this projectand why? Which two perspectives (from modules 2,3,4) will you bring to this issueand why? What are the aims of the project? How will the two perspectives help you to achieve these aims?

2 Project Context. What is the local environmental context of this project? In which institution, community,town or regionis it designedto take place?What are some of thedistinguishinglocalgeographical, historical, community and/or cultural characteristics that are of direct relevance to your chosen environmental issue? Does this project design fit within aspecificpolicy or curriculum framework?

3 Project Research. Whichdebates aboutenvironmental sustainabilty(either academicor local) have influencedyour choice ofissue and perspectives?Whatacademic literature and/orlocal resources have informed yourproject design? Whatexistingenvironmental sustainabilityprojects or programs have influenced your design? What designelements have youdrawn fromthem and how have you adapted or modified them to address your chosen environmental sustainability issue within yourlocal context?

4 Project Implementation Plan. Who will implement this project? Who are its targeted participants/learners? What is its time-frame(duration,frequency)? What activities will they undertake? How will these activities address the chosen environmental sustainability issue? How will the activities incorporate and reflectthe two different perspectives?How will theactivities address the project's aims? How will it be evaluated?

Writing Style

The body of this assignment will be written in formal first person academic prose, but it can also include diagrams, schedules etc. Standard in-text citations and referencing is required. Links to referencing guides are provided on the Moodle site.



Marking Criteria (% of marks)

1 Design is original and based upon a constructive engagement with issues, debates and resources covered/provided in this unit(5%)

2 Project overview, rationale and aimsare clearly identified, well justifiedand well integrated(5%)

3 Project context provides locallyrelevant and elucidatingbackgroundinformation(5%)

4 Project design is well informed by research, includingacademic andother resources provided inthisunit, andexternallysourced relevant materials(5%)

5 Project implementation plan is well focused upon chosen environmental sustainability issue and customised to local and professional context (5%).

6 Project implementation plan successfully incorporates and reflectstwo perspectives covered in this unit(5%)

7 The design is coherent - participants/learners, time-frame,activities, evaluation are all well alignedwith aims (5%)

8 Quality of writing and referencing (5%)Copy and Paste Your Assignment Here
Answered Same Day May 07, 2020

Solution

Akansha answered on May 10 2020
149 Votes
Running head: Environmental Sustainability
Environmental Sustainability
Environmental Sustainability
Student Name
University Name
Date
Contents
Project Overview, Rationale and Aims    2
Project Context    5
Project Research    5
Project Implementation Plan    8
References    10
Project Overview, Rationale and Aims
Bhutan (latitude 26 ° 47'N to 28 ° 26 'N and longitude 88 ° 52' to 92 ° 03'E) at the foot of the eastern Himalayas is at a height of 100-7500 meters. The producer's land is limited to its erosion migration and the sea level of Bhutan. Due to the adverse impact of agricultural productivity as well as the environment and due to adverse impact on the food security moreover on the quality of human life, land degradation has become an important global problem. While the main reasons for reducing the earthquake are natural, ethnological factors can be directly or indirectly contributing. Natural causes can be beyond financially superficial, but there are anecdotal reasons to deal with the loss of land. Due to geographical geography of geology and groundwater, Bhutan has limited ownership of productive land on the ground. Moreover, due to mainly depleted de
is, these resources have reduced some risks. Climate change and agriculture are an intermittent process, which happens both globally. There is a significant impact on global warming, which may affect agriculture, including temperature, rainfall and glacier runway. In order to generate enough food for human populations and pets, this situation determines the ability of bio-fuels (Kirkby, Le Bissonais, Coulthard, Daroussin & McMahon, 2015). At the level of increasing ca
on dioxide, it will also have the effect of both hazardous and beneficial crops. Evaluating the impact of global climate change in agriculture product, it can be possible to match agricultural pre-preparations and conditions to maximize the agricultural production. Even though the net effect of the climate change on agriculture is uncertain, it will change the area of ​​appropriate growth for individual crops. Adjustments to this geographical structure will include large-scale financial expenditure and social impact. In addition, climate change has
ought significant changes through the release and production of greenhouse gases for example ca
on dioxide, nitrates and methane. In addition to oxide, tillage, ground and sperm fertilization, fertilizer, ammonia, phosphorus, nitrate, and several other insecticides which affect the air, water and soil quality and biodiversity. Agriculture also changes the ground cover of the Earth, which can alter the ability to abso
or reflect heat and light, thus contributing to the strengthening of radioactivity. Use of forest fuels, including deforestation and desert use, is the dominant anthropological source of ca
on dioxide; Agriculture itself is a key contributor to increasing nitrous oxide and methane in the Earth's atmosphere (Beniston, Lal & Mercer, 2015).
Two perspectives
ing to this issue
Climate Change Problems in Environmental Science and Environmental Human Sectors Environmental humanities expand human concepts in a transparent way of ecological study. They are also engaged in the moral and judicial dimensions of environmental changes, including climate change. Climate change is the biggest human rights issue in Bhutan. Environmental Humanitarian Projects often ask researchers with different backgrounds, including academics, academics, and creative practitioners, especially in the 21st Century to increase concern about global warming and climate change. In this discussion, we will consider some things that have been conceptualized with new ideas of the futures, in which the museums and artists will be hired for environmental humanitarian cooperation. From time to time, focusing on the history of environmental changes can help change the power relationship between 'experts' and local communities and for the future, different issues and organizations speak (Prosperi, Te
es, Doublet & Pointereau, 2011).
Unhappiness with classical findings is not a new thing or an unexpected event. In the field of environmental science and policies, research on rejection has not been systematically summed and analyzed. Bhutan's environmental and meteorology and policy in Paro Bhutan are a matter of concern for the future. As the President himself, along with many ministers, while expressing doubts on the central principles of meteorological issues, environmental policy will be less science-based in the coming years. In particular, there is a fear that organizational efforts will be encouraged to disseminate doubts about the reliability of scientific data and the environmental policy process will dissolve. This fear is not dependent. Experimental studies in other strategic areas prove that anti-science groups organized by artists with political or financial capital can affect how society responds to serious threats or problems.
Aims of the project and two perspectives help to achieve these aims
The result of the environmental impact of agriculture is that different farming practices have the effect of their environmental impacts, and those effects can be traced back to...
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